Behaviour

5. Low-level disruption

Video transcript

Presenter intro

Learning something new requires lots of effort. Every now and then, pupils may get distracted and slip off task. And even though it may be possible to overlook low level disruption, we shouldn’t, because it can really get in the way of learning. The better we respond to low level disruption, the more time our pupils have to learn and the more effective that learning will be. All teachers, even the most experienced, need to think about how they will respond to low level disruption.

Expert insight

Low level disruption refers to relatively small, but persistent distractions that many teachers will come across: pupils talking when the teacher is; calling out when they’ve been asked to put their hands up; refusing to work with a talk partner. It may be tempting to ignore low level disruption, but it is off-putting and can reduce both the amount and quality of thought that pupils can give to their work. So it needs to be addressed.

When teachers respond quickly to low level disruption, they send a clear message to their pupils that they have high expectations of them all. They show that they want to create the most effective learning environment possible – one in which all pupils have the opportunity to think and learn.

So what can teachers do? We might divide our approach in two: there are proactive strategies and reactive strategies. Proactive strategies are things that teachers can do to prevent low-level disruption. Reactive strategies are ways to respond when it occurs. Proactive strategies include things like: clear routines and instructions, naming the positive behaviour that will help learning, acknowledging positive behaviour when in occurs. Reactive strategies include pausing mid-flow if a pupil is talking when they are; reminding pupils of expectations and addressing an individual directly. These are all least-intrusive responses which teachers can deliver quickly, without drawing to much attention to the disruption. There may be times when this won’t be enough, such as when behaviour or bullying threatens emotional safety. Teachers need to choose a response that is appropriate to the behaviour.

If a pupil is talking when the teacher is, the teacher can pause, wait until the pupil has stopped and then continue. When pupils haven’t followed the instructions that a teacher has given, it can be helpful for teachers to quickly, and clearly, restate or remind them of their expectations. Restating expectations can be helpful if a pupil hasn’t understood them; reminding pupils helps if they have forgotten. Regular opportunities to follow instructions benefit all pupils. Sometimes, addressing an individual pupil directly with a concise reminder will be most appropriate: “Andrew, facing me.” Pupils often respond positively when they know that a teacher has addressed low-level disruption: it can help to build a culture of mutual trust.

It’s important that teachers respond to low-level disruption calmly and consistently: using a neutral tone, including reference to the shared values of the classroom and school and applying them fairly to all pupils. This can help to create a supportive and inclusive environment that benefits all pupils.

Presenter exemplification framing

In the next example, coach Leah Wooldridge will model how to respond to low level disruption. Look out for how Leah does the following:

  • Responds quickly to low level disruption using least-intrusive interventions.
  • Responds consistently to pupil behaviour.

Exemplification

Low level disruption can be a real problem in classrooms and we need to address it quickly. I am going to model some of the ways in which you can do this. The context is a year 6 English lesson. I have broken my instructions down into small steps to help pupils to follow them. But, as I give my instructions, I notice that some pupils are not listening. This is how I might respond.

“When I have finished my explanation, I want you to (abrupt pause, look at a ‘pupil’ to wait for compliance) … Get out your pen, ruler and workbook, turn to page 12, and then look to me so I know you are ready to go. Great, off you go.

Everyone on the back table has their workbook turned to page 12 and is looking at me, thank you.

(Wait for 5 seconds before next reminder).

Riley, (in a quiet tone, pointing at the text) eyes on the text…thank you.”

In this example, I used several early and least-intrusive interventions as an initial response to low level disruption. Remember that you might not need to use all of these at once, or in the same order.

Firstly, I stopped speaking when one pupil was rooting around in their bag. In my classroom, I have established the expectation that pupils need to be facing forward when I’m talking to the class. Pausing in a way that is obvious when one pupil is off task is often enough to get their attention and remind them, and others, of the expectation to face forward. I have consistently maintained this expectation and over time the vast majority of pupils meet it.

Another approach I used was to use a positive frame. When some of the pupils were not opening their workbooks as expected, I focused first on those that were. A quick reminder to pupils of what I expect them to do is often enough to stop low level disruption. I then followed this up with a second reminder – “I’m waiting for a couple of pupils to open their workbooks out”. An anonymous reminder like this can help get pupils back on track without drawing lots of attention to the negative behaviour.

Finally, I modelled how to respond on an individual basis when appropriate. Riley wasn’t reading along as he has been asked to do, so I walked up to his desk and gave him a clear instruction: “Riley, eyes on the text.” As with the previous examples, I was careful not to escalate the situation by using a quiet tone, but equally, I made my expectations clear. There should be no room for confusion or disagreement here.

Notice that my tone throughout was formal and neutral when issuing the intervention. I reverted to my original tone when pupils were back on task. I want to respond to low level disruption in the same, consistent manner whenever it occurs: spot it, address it and get back on with the lesson as quickly as possible.

Presenter summary and next steps

This video has covered a range of ideas and strategies to help you to respond to low-level disruption. Read over the key ideas before you finish. Which one of these key ideas will you focus on first?

  • Use early and least intrusive interventions as an initial response to low level disruption.
  • Establish a supportive and inclusive environment by giving pupils opportunities to follow instructions.
  • Respond consistently to pupil behaviour.

Responding to low level disruption isn’t something that only new teachers should think about. Staying on task can be difficult for all pupils: learning requires effort and can sometimes feel hard. All teachers need to be aware of this and know how they will respond when a pupil gets off task. This will help to maintain a positive and effective learning environment for all.

 

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Teaching challenge

Ms Silva feels she can secure positive behaviour from most pupils most of the time. However, she occasionally finds a few pupils are not following her instructions or are being disruptive in subtle ways. For example, having whispered conversations during a silent task, or turning around to talk to others when she is not looking. Ms Silva worries that, over time, others will begin to follow suit. How can she address this low-level disruption?

Key idea

Tackling low-level disruption – both proactively and reactively – can improve learning and foster a positive classroom environment over time.

Evidence summary

Proactively addressing low-level disruption

Ms Silva has noticed occasional instances of low-level disruption. Research suggests there is a link between time on task and pupil learning (Muijs & Reynolds, 2010), so low-level disruption is a problem because it reduces time on task, making the learning environment less effective. Effective teaching can address this by proactively avoiding problem behaviours where possible and reacting to get learning back on track (IES, 2008).

In effective learning environments, pupils are clear about what they are expected to do (IES, 2008). Ms Silva has already considered how to convey clear behavioural expectations through routines, instructions and directing pupil attention. Fundamental to this is ensuring expectations are specific enough for pupils to know exactly what they are expected to do, without any confusion or ambiguity, making it less likely they’ll go off-task. For example, ”I expect everyone to be silent, with pens down and eyes on me” is more concrete than “I need your attention”, where it is not clear whether pupils are still allowed to talk, where they should be facing or what exactly they should be doing. In the second example confusion or ambiguity could lead to pupils going off-task. Alongside clear behavioural expectations it is also helpful if teachers explain the purpose and benefits of a task so pupils know both what they are expected to do and why.

She can also be proactive by positively reinforcing these expectations through acknowledgement, drawing attention to these behaviours. For example, once she has shared a concrete behaviour, she can say ”I can hear Sarah and Katie talking in partner voices about question 2.” She could also make links to shared values and classroom and school culture: “I can see Katie and Sarah are taking turns, which is respectful.” She should however avoid lavish praise unless expectations have been exceeded, as unwarranted praise lowers pupil motivation (Coe et al., 2014).

Reactive teacher reminders help pupils stay on task

Reminders are powerful reactive strategies, to ensure pupils successfully stay on task once proactive strategies have been used. While clear and concise expectations help pupils understand what strategies are best applied to tasks, effective reminders can help pupils follow through with those strategies (IES, 2008). Many of the strategies that teachers employ to direct pupil attention are also useful for tackling low-level disruption.

For example:

  • Anonymous & positive framing Picking out examples of expected behaviour without naming names. “I can see four people have already opened their exercise books.”
  • Targeting specific pupil behaviours Naming and reminding particular pupils what they should be doing using concise language. “Edward: facing your partner.”
  • Private correction if pupils need a further reminder or sanction, doing this privately, where possible, in a quick one to one conversation avoids class attention and saves face for the pupil. For example, quietly saying to an individual “That’s a first consequence. I should see you facing your partner discussing the work.”
  • Highlighting the benefits Teachers can briefly remind pupils of the purpose of the task and how it might help them achieve their goals during the task. “Knowing your number bonds will help you solve numerical problems much faster.”

Taken together, such strategies can reduce low-level disruption and increase the likelihood that pupils successfully complete tasks. Effective learning environments are predictable (IES, 2008), so Ms Silva needs to be consistent with her reminders, for example by linking them to school rules and behavioural expectations.

Improving pupil-teacher relationships

Consistently addressing low-level disruption can also improve pupil-teacher relationships and pupil wellbeing. Pupils have positive perceptions of predictable and secure learning environments, where teachers effectively monitor and manage the class (Rathmann et al., 2018). In contrast, when teachers show low expectations of pupil success, this can lead to reduced pupil self-belief and motivation (Tsiplakies & Keramida, 2010). This can sometimes happen in an unspoken and unintentional way. For example, correcting minor transgressions by some pupils but not others can imply the teacher thinks some pupils are more likely to misbehave or less able to complete a task than others. This can have a knock-on effect on pupil motivation and learning, which can be particularly detrimental for low-attaining pupils (Gutman & Schoon, 2013). Teachers must be careful not to inadvertently communicate low expectations by permitting low-level disruption or being inconsistent. What we permit, we promote.

Nuances and caveats

Teachers do not need to respond in a subtle way to every instance of disruption. School behaviour policies often have rewards and sanctions and it is appropriate to use these, particularly to address significant disruption. But where possible, proactive, least intrusive and positive reinforcement of clear behavioural expectations are most effective (IES, 2008). Prevention is better than cure.

Negative pupil emotions can also lead to low-level disruption where pupils avoid learning. This can happen where pupils suspect they might fail at a task, especially when failure poses a threat to their positive self-image (Kluger & DeNisi 1996). In the longer-term, teachers can address this by developing pupils’ ability to self-regulate their emotions (EEF, 2017). Immediately, teachers can usually avoid this issue by ensuring clear expectations and reminders give pupils the best chance of being successful. Teachers can also make extra reminders and help private, to preserve pupil self-image in front of their peers and give pupils time to respond to the correction, to overcome possible emotional responses to having their behaviour corrected.

Key takeaways

Ms Silva can begin to address low-level disruption by understanding that:

  • Addressing low-level disruption means supporting pupils to meet clear behavioural expectations that ensure the learning environment is effective and that pupils remain on task.
  • This can be achieved through proactively communicating expectations and reactively reminding pupils in a way which is consistent, proportionate and reinforces wider school expectations.
  • Consistently addressing low-level disruption can improve pupil-teacher relationships and classroom culture.

Further reading

EEF (2019) Improving behaviour in schools http://bit.ly/ecf-eef15

References

Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching: Review of the underpinning research. Durham University. bit.ly/ecf-coe

EEF (2017). Metacognition and Self-regulated learning Guidance Report. bit.ly/ecf-eef

Gutman, L. & Schoon, L. (2013). The impact of non-cognitive skills on the outcomes of young people. bit.ly/ecf-eef2

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.

Muijs, D. & Reynolds, D. (2010). Effective Teaching. London: SAGE Publications.

Rathmann K., Herke M., Hurrelmann K. & Richter M. (2018). Perceived class climate and school-aged children’s life satisfaction: The role of the learning environment in classrooms. PLOS ONE. bit.ly/ecf-rat

Tsiplakides, I. & Keramida, A. (2010). The relationship between teacher expectations and student achievement in the teaching of English as a foreign language. English Language Teaching bit.ly/ecf-tsi

Check

Answer the questions in the quiz to check your understanding of the evidence summary.

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Reflect

Reminder of key takeaways

Ms Silva can begin to address low-level disruption by understanding that:

  • Addressing low-level disruption means supporting pupils to meet clear behavioural expectations that ensure the learning environment is effective and that pupils remain on task.
  • This can be achieved through proactively communicating expectations and reactively reminding pupils in a way which is consistent, proportionate and reinforces wider school expectations.
  • Consistently addressing low-level disruption can improve pupil-teacher relationships and classroom culture.

Reflection on the following questions

  1. What did you see in this module that you already do or have seen in other classrooms?
  2. What do you feel is the gap between your current practice and what you have seen in this module?
  3. Which of the ‘key takeaways’ do you need to focus on? Where and when might you try to apply them to your teaching?